Policy Title Higher Ability Pupils Policy Policy Author Alun Ebenezer Reviewed By Sam Johnson Approved By Education Committee May 2020 Date of Approval by Governing Body

Non-statutory

Version Approved Summer 2020 Date of Next Review Summer 2022

Revisions Table

Version Date Description of Change Summer 2020 Spring 2020 No amendments

The master copy of this document can be found on the FBS Google Drive, under the “Policies” folder. This is one of a number of policies

that are reviewed by the Governing Body, the full list can be found on the FBS Google Drive in the Policies Folder. Minor revisions that just

adjust factual items (eg contact details / names) can be made by the author without formal review, and must be recorded in the Revisions

table above. Revisions table front sheet was added to all policies during policy review of Summer 2018.

Higher Ability Pupils Policy

1. Higher Ability Pupils at The Fulham Boys School p3 2. Aims p3 3. Definitions p3 4. Characteristics of HAPs p4 6. Identification process and HAPs Register p5 7. Provision for HAPS p5 8. Roles and responsibilities p7 9. Well-being of HAPs p7 10. Monitoring and Evaluation p8 12. Conclusion p8 Appendix 1. Parent Questionnaire p9 Appendix 2. HAP checklist p10 Appendix 3. Subject specific HAP checklist p12

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INTRODUCTION This Policy will be interpreted in line with the Christian values and ethos of the school and

must be read consistently with all other material policies of the School. For the purposes of

all School policies please refer to the definitions guide (not all defined terms will be material

to all policies or the procedures authorised by the governing body under it).

1. Higher Ability Pupils at The Fulham Boys School 1.1 At The Fulham Boys School we believe that all boys are entitled to an education that

will enable them to reach their full potential, be that intellectual, physical, spiritual, aesthetic, creative, emotional or social; finding appropriate challenges in our learning environment;

1.2 We are committed to providing an equality of challenge for all boys and an inspiring education for life which is sufficiently broad, balanced and relevant to the needs of all our pupils;

1.3 We aim to achieve this by creating a sufficiently demanding curriculum and environment that challenges and stimulates all, including the ablest;

1.4 This policy aims to ensure that all pupils with a general high level of ability or a talent in a narrow area, often non-academic, are challenged and stretched in order to extend and enrich their knowledge;

1.5 We categorise such pupils as ‘Higher Ability Pupils’ (HAPs); 1.6 Individual students should be encouraged to develop their attributes, skills and

potential within a learning environment that embraces equality of opportunity and provision, and a culture of ambition and aspiration.

2. Aims 2.1 To raise the aspiration of all students by promoting self-esteem; 2.2 To have high expectations of achievement for all students; 2.3 To provide greater challenge for all students; 2.4 To enable the HAPs to realise their potential; 2.5 To identify the HAPs in the school early in their school career; 2.6 To recognise and meet the whole child’s needs; 2.7 To enable the HAPs to access the best universities; 2.8 To build closer links between the school and parents of HAPs; 2.9 To raise awareness of Learning and Teaching strategies for HAPs; 2.10 To further encourage and celebrate a climate of Learning within the school by

ensuring consistency in the school’s approach to higher ability; 2.11 To build on existing good practice, mentoring the HAPs across all areas of talent; 2.12 To raise students’ awareness of their ability and involve them fully in their learning. 3. Definitions

3.1 At The Fulham Boys School we recognise that the HAPs could be: 3.1.1 High achievers in one or more subject areas; 3.1.2 Highly achieving all-rounders;

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3.1.3 Able underachievers who do not always show their ability or their abilities may be hidden or remain as potential;

3.2 The term ‘Higher Ability Pupils’ (HAPs) is used to describe pupils who have

demonstrated a significantly higher level of achievement across the three core curriculum areas compared to their peers; The three core curriculum areas are English, Maths and Science;

3.3 The term HAPs is also used to describe those who have demonstrated a significantly

higher level of achievement than their peers in one or more specific areas of the curriculum or co-curricular activities such as:

3.3.1 Enterprising and leadership skills; 3.3.2 Physical ability; 3.3.3 General intellectual ability; 3.3.4 Specific academic aptitude; 3.3.5 Visual and performing arts; 3.3.6 Creative and productive thinking; 3.3.7 Mechanical ingenuity and special ability in empathy, understanding and

negotiation. 4. Characteristics of HAPs - they may: 4.1 be a good all-rounder; 4.2 be a high achiever in one specific area of his learning; 4.3 be an excellent/advanced reader who shows a understanding beyond his

chronological age; 4.4 be articulate or verbally fluent; 4.5 give quick intelligent verbal responses; 4.6 possess an extensive general knowledge; 4.7 retain/recall information with ease, which enables him to show rapid learning; 4.8 show a mature interest in topics outside of the curriculum; 4.9 communicate on an adult level – perhaps avoiding their own peer group; 4.10 have a range of interests, some of which border on obsession; 4.11 show unusual and original responses to problem-solving activities; 4.12 possess a high ability but have poor writing skills; 4.13 prefer verbal to written activities; 4.14 be logical; 4.15 show greater independence in developing areas of interest; 4.16 be artistic, musical or excellent at sport; 4.17 may excel in computer technologies 4.18 have strong, considered views and opinions; 4.19 have a lively and original imagination/sense of humour; 4.20 be very sensitive and show a greater awareness of others; 4.21 be of high ability but with low motivation; 4.22 focus on their own interests rather than on what is being taught; 4.23 be socially adept; 4.24 appear socially uncomfortable;

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4.25 very able with limited interpersonal skills; 4.26 very able with a short attention span; 4.27 be easily bored by what they perceive as routine tasks; 4.28 show a strong sense of leadership; 4.29 not necessarily be well-behaved or well-liked by others; 4.30 SEN (such as students on the Autistic spectrum). 5. It is recognised that boys who are HAPs do not always demonstrate their ability. We

consider that all boys have potential and therefore are always watchful of pupils who appear to be working below their potential. Consequently, it would be our aim to identify any students who appear to be underperforming or underachieving in this regard.

6. Identification process and HAPs Register: 6.1 HAPs will be identified over the course of the Autumn Term using various methods

including those mentioned below; 6.2 The Fulham Boys School will maintain a HAPs register by identifying HAPs within the

school; 6.3 HAPs do not always develop evenly across all areas of ability. Therefore, HAPs are

identified by making a judgement based on the analysis of various sources of information. It is important that the identification process looks beyond obvious candidates but also actively seeks out those who are underachieving or who have a disability or who are included on the SEN register. A talent may emerge later in a student’s school career;

6.4 Key methods of identification: 6.4.1 A challenging curriculum that would help to identify HAPs; 6.4.2 Those who have achieved significantly above age related expectations in English,

Maths and Science at KS2 & KS3; 6.4.3 Those who have target GCSE grades 7 to 9 in English, Maths and Science and up

to 3 other subjects; 6.4.4 Those who through parental/self-identification are performing in a sport /

musical instrument / others at a level well above their peers – (appendix 1); 6.4.5 Those who are identified by staff as performing in a sport/musical

instrument/others at a level well above their peers, or in a curriculum area at a level well above their peers and they are not identified amongst the most able – (appendix 2 and 3);

6.5 Other source of information: 6.5.1 Transition Information from Primary School; 6.5.2 Baseline data – beginning of year assessment data including standard scores and

percentile rank; 6.5.3 Self–nomination - KS4; 6.5.4 End of Term Assessments; 6.5.5 Success in extra-curricular activities and competitions;

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6.6 Where students have been identified as HAPs, the area of talent will be noted, along

with the provision(s) offered within school. 6.7 The identified cohort is shared with the whole school staff, pupils and parents to

maintain an holistic approach; 6.8 At the end of each academic year the HAP cohort will be reviewed and adjustments

to the HAPs register will be made based on: 6.8.1 Spring and Summer assessments; 6.8.2 In lessons/subject departments HOD/subject teachers – checklist/assessment; 6.8.3 Self-Nomination – as part of self-evaluation process; 6.8.4 HAPs target setting meetings; 6.9 Reviewed information will be shared with all relevant people; 6.10 Students can be added to the register at any time. 7. Provision for HAPS: 7.1 In-School Provision: 7.1.1 Curriculum Acceleration or Enhancement: 7.1.2 Student groupings: Maths, Science; 7.1.3 Differentiation in class: by task/outcome/resource/dialogue/pace/support/

choice; 7.1.4 Mentoring Scheme: HAPs will be given mentoring duties or assist whole school

raising achievements programme e.g. the Literacy/Maths support classes; 7.1.5 Brilliant Club: Certain HAPs will be part of the Brilliant Club programme where

they would be mentored by PhD pupils from the Oxbridge universities; 7.1.6 National Association for Able Children in Education (NACE): The Fulham Boys

School has become a member of the NACE to apply for the NACE Challenge Award quality mark. This will help the school to plan for further improvements to the provision for the HAPs;

7.1.7 Range of strategies: The school seeks to develop and utilise a range of strategies to improve the learning and teaching of the HAPs. Strategies will be disseminated within departments or via Staff Development opportunities where appropriate.

7.1.8 Subject specific strategies: Heads of Departments are expected to advise colleagues within their departments on strategies to employ to challenge HAPs e.g. some GCSE questions at KS3 to challenge, extension activities, research tasks, open-ended questioning, develop higher-order thinking and learning skills, enrichment activities etc.

7.1.9 Use of new technologies e.g. Coding Course 7.1.10 Recognition and celebration of HAPs: e.g. Achievement Assemblies, Awards

Ceremonies, HAPs parents forums, special HAPs meetings lead by the Headmaster/SLT.

7.2 Out of School Provision:

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7.2.1 The school offers a wide variety of co-curricular sessions, activities and trips. The following are offered on a regular basis and, although these benefit all students, they are particularly apt for ensuring that students who have potential in these areas are given opportunities to practise and extend their skills. Some of the many opportunities are listed below:

7.2.1.1 Debate and Public Speaking Club; 7.2.1.2 Sports Teams & Clubs; 7.2.1.3 Aspirational Days e.g. Cambridge/Oxford and other university trips; 7.2.1.4 History, Geography, English, Science, ICT curriculum related visits/trips; 7.2.1.5 Drama Club and LAMDA training; 7.2.1.6 External music training e.g. Piano and Guitar training 7.2.1.7 Duty/ Curriculum Prefect appointments; 7.2.1.8 House Captain and Vice-Captain appointments; 8. Roles and responsibilities: 8.1 The Board of Governors, the Headmaster and the Senior Leadership Team -

monitoring overall implementation and effectiveness of the HAP programme; 8.2 Head of Additional Learning Needs – compilation, maintenance and recording of the

HAP register for the whole school; development of whole school self-evaluation and improvement planning for improving the provision and outcomes for HAPs;

8.3 Heads of Houses - compilation, maintenance and recording of HAPs cohort for their houses and liaising with the Head of ALN; contribution to the whole school self-evaluation and improvement planning for improving the provision and outcomes for HAPs; tracking, monitoring the progress of the HAPs and regular meetings with the HAPs within their houses to evaluate/adjust provision and outcomes;

8.4 Heads of Departments and Subject teachers – development and deliverance of an appropriate curriculum for the HAPs in their departments and classes; providing information/identification of HAP using the HAP checklist (teacher observation);

8.5 Parents – parents will be encouraged to be involved with the school in supporting the HAPs and will be given the opportunity to feed into the identification process by:

8.5.1 Keeping them informed about the identification process and informing them if their son is a HAP;

8.5.2 Giving them details of the school’s approach towards supporting their son; 8.5.3 Providing them with reports of co-curricular activities and achievements will be

published on the school website; 8.5.4 Inviting them to Achievement assemblies/Awards Ceremonies; 8.5.5 Inviting them in Target setting process for their sons. 9. Well-being of HAPs: 9.1 Regular monitoring of the HAPs’ is crucial to maintain a higher attainment level. To

do so the school will continuously: 9.1.1 Involve mentors, HAPs support person/groups; 9.1.2 Involve successful male role models – visits by influential speakers/high

achievers;

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9.1.3 Display information on men who have made significant achievement in a range of fields of expertise throughout history;

9.1.4 Research opportunities in class topics to include a section on important male figures in this area.

10. Monitoring and Evaluation: 10.1 The Head of ALN has overall responsibility for: 10.1.1 Maintaining and reviewing the achievements and progress of all students in

consultation with teaching staff and senior management team; 10.1.2 Monitoring the school's provision for pupils identified as being HAP; 10.1.3 Ensuring that the professional development programme includes provision for all

students, including those students who might be considered as HAP. 11. This policy will be reviewed every year by the Head of ALN and the Senior Leadership

Team. 12. Conclusion:

12.1 The progress and attainment of HAPs will be monitored and membership of the cohort will be flexible;

12.2 At all times the well-being of individual students must be paramount; 12.3 The key concept to HAPs provision is the offer of opportunity, challenge and

enrichment; 12.4 HAPs provisions must impact on the whole curriculum in order to be effective; 12.5 Opportunities for enrichment are to be offered beyond the normal school day

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Appendix 1

Parental Questionnaire

Name of Student: Date of completion: What does your son do really well? Is there anything your son shows a particular interest in/spends a lot of time doing? What single achievement do you think your son is proudest of? What sort of people does your son most want to be like? What do your friends most admire in your son? What does your son most enjoy about school? What seems most important to your son at this time in his life? Is there anything else which might help us identify your son’s particular skills interests and abilities?

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Appendix 2

HAP Checklist

Characteristic Yes/No Possess extensive general knowledge, often knows more than the teacher and find the usual reference books superficial

Show good insight into cause-effect relationships Easily grasp underlying principles and need the minimum of explanation Quickly make generalisations and extract the relevant points from complex material

Have mental speeds faster than physical capabilities and so often reluctant to write at length

Prefer to talk rather than write and often talk at speed with fluency and expression

Reluctant to practise skills already mastered, finding such practice futile Have exceptional curiosity and constantly want to know why Are inventive and original when interested Ask searching questions, which tend to be unlike other students’ questions Often see the unusual rather than the conventional relationships Are able to pose problems and solve ingeniously Display intellectual playfulness, imaginative, are quick to see connections and to manipulate ideas

Read rapidly and retain what is read and can recall detail Listen only to part of the explanation and appear to lack concentration or even interest but always know what is going on

Jump stages in learning and are often frustrated by having to fill in the stages missed

Leap from concrete examples to abstract rules and general principles Have quick absorption and recall of information, seem to need no revision and be impatient with repetition

Keen and alert observers, note detail and are quick to see similarities and differences

See greater significance in a story or film and continue the story See problems quickly and take the initiative Have advanced understanding and use of language but are sometimes hesitant as they search for and use the correct word

Become absorbed for long periods when interested and may be impatient with interference or abrupt change

Persists in completing activities when motivated Often set very high personal standards – are perfectionists More than usually interested in ‘adult’ problems such as important issues in current affairs (local and world), evolution, justice, the universe etc.

Concerned to adapt and improve institutions, objects, systems, (e.g. can be particularly critical of school)

Philosophical about everyday problems and common sense issues Perceptive in discussion about people’s motives, needs and frailties Daydream and seem lost in another world

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Show sensitivity and react strongly to things causing distress or injustice Often take a leadership role Empathise with others and are very understanding and sympathetic Confident and competent Express their own feelings Attribute ideas to others Self-effacing Reflect on their own performance Give inventive responses to open-ended questions Have a keen sense of humour in the unusual and are quick to appreciate nuances and hidden meanings

Appreciate verbal puns, cartoons, jokes and often enjoy bizarre humour, satire and irony

Criticise constructively, even if sometimes argumentatively

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Appendix 3

Subject Specific HAP Checklist

Mathematics – HAP Checklist (Y/N)

Grasp the formal structure of a problem: can generate ideas for action

Recognise pattern: can specialise and make conjectures

Reason logically: can verify, justify and prove

Think flexibly, adapting problem-solving approaches

May leap stages in logical reasoning and think in abbreviated mathematical forms

Are able to generalise from examples

Are able to generalise approaches to problem-solving

Use mathematical symbols as part of the thinking process

May work backwards and forwards when solving a problem

Remember mathematical relationships, problem types, ways of approaching problems and patterns of reasoning

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English – HAP Checklist (Y/N)

Show close reading skills and attention to detail

Are sensitive to nuances of language use, use language precisely

Have a well-developed, sophisticated sense and appreciation of humour

Contribute incisive, critical responses, can analyse own work

Are able to read with more meaning, drawing on inference and deduction, can ‘read between the lines’

Approach writing tasks thoughtfully and with careful preparation

Are able to reflect on language and linguistic forms they encounter, having insight into their own abilities

Show an interest in the Irish language around them

Show attention to spelling and meaning of words

Cope well in dual-language medium

Have fluency and breadth of reading

Show pleasure and involvement in experimenting with language

Analyse insights confidently and precisely when discussing their own and others’ writing intentions

Draw out relationships between different texts read

Are able to transfer skills across the curriculum

Are keen to communicate with others

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Science – HAP Checklist (Y/N)

Recognise patterns and relationships in science data: can hypothesise based on valid evidence and draw conclusions

Are aware of how the context influences the interpretation of science content

Recognise and process reliable, valid and accurate data: can explain why data is unreliable, invalid or inaccurate

Enjoy reasoning logically

Use subject vocabulary effectively in construction of abstract ideas

Think flexibly, generalise ideas and adapt problem-solving approaches

Are able to evaluate findings and think critically

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Information Technology – HAP Checklist (Y/N)

Use ICT hardware and software independently

Use ICT to solve problems

Consider the limitations of ICT tools and information sources

Consider the purpose for which information is processed and communicated and how the characteristics of different kinds of information influence its use

Use ICT to support their studies in other subjects

Use their skills and knowledge of ICT to design information systems and suggest improvements to existing systems

Consider some of the social, economic and ethical issues raised by the use of ICT

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Geography – HAP Checklist (Y/N)

Possess wide-ranging general knowledge about the world

Are intrigued by the workings of their own environments

Appreciate the relationships of different scales of environments

Analyse confidently and draw conclusions

Appreciate varying viewpoints and attitudes

Creatively design and interpret spatial representations

Have good information processing skills

Are enthusiastic observers of the world around them

Enjoy identifying patterns and similarities in different contexts

Understand and begin to explain more complex relationships

Draw meaningful generalisations from detailed information

Formulate opinions and use evidence to support their own viewpoint

Enjoy and can confidently use a wide range of visual resources including maps and photographs

Monitor and regulate personal work

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Art – HAP Checklist (Y/N)

Analyse and interpret their observations and present them creatively

Are enthusiastic and interested in the visual world

Can sustain concentration, constantly refining ideas

Are quick to learn and transfer skills

Draw on existing knowledge, make connections and draw on comparisons with others’ work

Enjoy experimenting with materials and are able to go beyond the conventional

Have confidence using a wide range of skills and techniques

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History – HAP Checklist (Y/N)

Are able to set both new and previously acquired information in a chronological framework

Have a broad range of general and historical knowledge

Are aware of the provisional nature of knowledge

Debate the significance of events, people and changes

Use a range of historical sources, including complex and ambiguous ones, with confidence and perception

Make confident use of conventions which describe historical periods and the passing of time

Show a keen awareness of the characteristics of different historical periods and the diversity of experience within each one

Make imaginative links between the topics studied and other subjects in the curriculum

Are prepared to challenge interpretations

Ask searching historical questions, engaging in increasingly independent historical enquiry and problem-solving exercises

Give increasingly sophisticated reasons for the selection of sources

Show determination and perseverance in investigating topics

Sustain a line of argument, making well balanced judgements

Reach soundly based evaluations and conclusions based on considered use of evidence and are prepared to support them with reasoned argument

Show a lively curiosity with regard to historical problems and debates

Select and use historical information to illuminate a narrative, support an argument or challenge an interpretation.

Use subject-specific vocabulary and terminology with accuracy and confidence.

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Physical Education – HAP Checklist (Y/N)

Use the body with confidence in differentiated, expressive and imaginative ways

Have a good sense of shape, space, direction and timing

Produce a seamless fluency of movement with an intuitive feel for elegant movement

Are able to use technical terms effectively, accurately and fluently

Are able to analyse and evaluate their own and others’ work, using results to effect improvement

Are able to adapt, anticipate and make decisions

Have a good control of gross and fine body movements and can handle objects skilfully

Show a high level of understanding of principles of health-related exercise and their application in a variety of activities

Are able to perform advanced skills and techniques and transfer skills between activities

Take the initiative, demonstrating leadership and independence of thought

Modern Foreign Languages – HAP Checklist (Y/N)

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Show an interest in and empathy for foreign cultures

Recognise grammatical patterns and functions of words

Use linguistic/non-linguistic clues to infer meaning

Are able to listen and to reproduce sound accurately

Extrapolate general rules from examples, can make connections

Have effective communication strategies

Are curious about how language ‘works’, its meaning and function

Are able to use technical vocabulary to discuss language

Identify and memorise new sounds and ‘chunks’ of language

Are flexible in thinking, showing flair, intuition and creativity

Apply principles from a known language to the learning of new ones

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Music – HAP Checklist (Y/N)

Hear music ‘in their head’

Demonstrate power of expression and skill beyond competency

Respond emotionally to sounds

Show a commitment to achieving excellence

Have a strong musical memory

Are particularly sensitive to melody, timbre, rhythms and patterns

Demonstrate coherence and individuality in developing musical ideas

Have the motivation and dedication to persevere and practise

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Religious Education – HAP Checklist (Y/N)

Recognise and express personal feelings and empathise with others

Construct and sustain a complex argument, integrating ideas from a number of sources

Raise questions and see relationships between questions

Appreciate the value system of others and defer judgement or conclusion

Are sensitive to social issues and concerned about equality

Are able to think independently, to intervene appropriately and continue an argument

Are able to reflect upon and integrate different kinds of knowledge

Can use intuition and personal experience as shared learning with others

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Drama – HAP Checklist (Y/N)

Have an ability to engage effectively with a role

Can confidently move and use gestures appropriate to character

Confidently perform a scripted or improvised character to an audience

Have the ability to engage effectively with an audience

Understand and enjoy the uses of the stage including design and technical effects

Are able to discuss and have personal opinions about drama/theatre productions

Have the ability and vision to realise a text from ‘page to stage’

Demonstrate an expressive speech ability in the use of voice and accents

Are able to invent and sustain a role

Enjoy drama improvisation and/or mime and dance drama

Engage meaningfully with others in the performance of a play text

Possess a wide range of knowledge about drama and theatre

Reflect on the use of language in a play text

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Personal Development – HAP Checklist (Y/N)

Identify with the feelings of others

Are self-confident

Are flexible and comfortable with change and novelty

Build good relationships

Work well collaboratively

Are aware of social and environmental issues

Are good in debate, discussion, role-play

Show initiative and persistence

Reflect on personal mistakes and rectify them

Have self-control

Use effective communication skills

Are able to persuade and negotiate

Lead and inspire others

Enjoy community activities

Display honesty and integrity

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